Effect of Inquiry-Based Learning versus Conventional Approach on Maternity Nursing Students' Satisfaction, Motivation and AchievementNevin samir Abdel Galel ; hassan, randa
AbstractInquiry based learning (IBL) is a student-centered approach that foster motivation to learn. In addition, students' decision-making and problems solving skills independently improved. Aim of the study was to investigate the effect of IBL on maternity nursing students' satisfaction, motivation and achievement. A quasi experimental research design was used. A purposive sample technique was used to recruit 396 nursing students at Maternity and gynecology nursing department at academic year 2014-2015 and 2015-2016. The present study was conducted at Maternity and gynecology nursing department at Faculty of Nursing at Ain Shams University. Four tools of data collection were used (1st Self-administered questionnaire, 2nd Pre/posttest "written exams", 3rd students' satisfaction scale and 4th Academic motivations scale. Results: there is no statistical significant difference between conventional group and IBL group regarding their theoretical achievement at pre-test. While, there is a highly statistical significant difference between conventional group and IBL group regarding their theoretical achievement at post-test and follow up. In addition, there is a highly statistical significant difference between conventional group and IBL group regarding their satisfaction and motivation. Conclusion: Student's theoretical achievements of antenatal unit, satisfaction and motivation were statistically higher among IBL than conventional learning group. Recommendation: application of inquiry based learning as a method of teaching at all nursing faculties. Further research still needed to evaluate the effect of applying IBL approach on student's practical achievements.
|Keywords||Inquiry-Based Learning;Conventional;Nursing Students;Satisfaction;Motivation;Achievement||Issue Date||2017||Publisher||Nevin Samir Metwally||Journal||World Journal of Nursing Sciences 3 (2): 33-44, 2017||URI||http://research.asu.edu.eg/handle/123456789/168594||DOI||10.5829/idosi.wjns.2017.33-44|
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